CHAPTER III RESEARCH METHOD RESEARCH METHOD
C. Research Findings
1. How is the procedure of Peer Tutoring Strategy Implementation in English Learning at Junior High School
In the peer tutoring strategy procedure, there are 2 parts, namely pre-implementation and implementation. In the pre-implementation part, researchers found several things, including:
a. Preparation of teaching materials by the teacher
According to the results of interviews with English teachers, the preparation of teaching materials prepared by teachers, such as lesson plans, worksheets and learning evaluations, has been prepared based on the syllabus for one semester by the discussion per the theme. The material taught using the peer tutor method is not gambling determined but rather considers the suitability of the material with the peer tutoring strategy, which outlines discussion activities with friends without further direction from the teacher during the training.
"Ketika saya membuat RPP, tugas-tugas dan segala sesuatu dalam pembelajaran bahasa Inggris, terutama dengan menggunakan strategi peer tutoring, saya akan melihat dan mempertimbangkan terlebih dahulu apakah strategi tersebut cocok untuk diterapkan di kelas, apakah cocok untuk materi narrative atau recount, jika cocok maka saya akan menggunakannya. Sejauh ini saya menggunakan strategi tutor sebaya hanya di kelas 8 dan 9, itupun hanya pada beberapa materi saja seperti narrative, recount, seperti itu. Untuk penugasan, saya memberikannya secara berkelompok, sehingga saat pembelajaran anak-anak bisa berdiskusi dengan kelompoknya. Tapi kalau untuk
presentasi, mereka mengerjakannya secara individu, dalam artian nilainya individual. Hal ini saya lakukan agar anak- anak memiliki motivasi untuk aktif di kelas. Untuk evaluasi, saya biasanya memberikan soal-soal dalam bentuk ulangan mingguan, seperti itu"
"When I make lesson plans, worksheets and everything in English learning, especially by using the peer tutoring strategy, I will first look and consider whether it is suitable to be applied in class, whether it is suitable for narrative or recount material, if it is suitable then I will use it. So far I have used the peer tutoring strategy only in grades 8 and 9, and even then only on some materials such as narrative, recount, like that. Regarding the assignment, I give it in groups, so that during learning the children can discuss with their groups. But when it comes to presentation, they do it individually, in the sense that their grades are individual. I do this so that children have the motivation to be active in class. For evaluation, I usually give questions in the form of weekly tests, like that."42
Source: picture 4.1.1 Teacher rechecks lesson plan before learning material
The results of observations and interviews that have been conducted show that teachers make lesson plans, assignments, and evaluations before learning in class. This is triangulated by files relating to lesson plans and student assignments in the appendix.43
42English Teacher, Interviewed by writer, SMPN 1 Kalisat, May 23rd 2023
43Observation, SMPN 1 Kalisat, May 17th 2023
b. Tutor and tutee selection
The teacher's selection stage in determining students to become tutors and tutees is based on student grades. Students who are active and have high rates will potentially become tutors in the peer tutoring class, while students with medium or low rates do not have the opportunity to become tutors. This is done so students with high grades can optimally teach other friends. Based on interviews conducted by 2 students who became tutors admitted that they were happy because they could maximize their learning before the class started.
"Awalnya saya kaget karena ditunjuk oleh guru sebagai tutor. Saya sedikit khawatir jika teman satu kelompok tidak memperhatikan apa yang saya jelaskan. Di sisi lain, saya merasa senang karena selain bisa mengetahui materi lebih awal, kami sebagai tutor juga mendapatkan poin tambahan dari guru. Saya juga semakin berani untuk memupuk sikap kepemimpinan dan tanggung jawab saya sebagai tutor"
"At first I was surprised because I was appointed by the teacher as a tutor. I was a little worried if my group-mates did not pay attention to what I explained. On the other hand, I'm feeling happy because in addition to being able to know the material earlier, we as tutors also get additional points from the teacher. I also more courageous to foster my leadership attitude and responsibility as a tutor."44
This interview is then reinforced by the statement of another student who is also a tutor.
"Murid yang dipilih menjadi tutor termasuk saya dijelaskan jika tutor dilipih berdasarkan nilai dan
44Student, Interviewed by writer, SMPN 1 Kalisat, May 23rd 2023
keaktifan kita selama berada di kelas bahasa inggris ini dan siswa yang sudah menjadi tutor tidak akan berubah"
"Students who are selected to be tutors, including me, are explained that tutors are selected based on our grades and activeness while in this English class and students who have become tutors will not change.”45
The researcher confirms to the teacher the regulations regarding the stages of selecting students who become tutors and tutees. Based on the interview results, the students who become tutors have never changed.
"Tidak pernah ada perubahan siapa yang menjadi tutor, selama ada metode tutor sebaya maka anak-anak itu-itu dan terkait penyeleksian itu saya memilih murid berdasarkan keaktifan siswa, nilainya tinggi, dan menonjol di kelas"
"There has never been a change in who becomes a tutor, as long as there is a peer tutor method then the students become tutors and related to the selection, I choose students based on student activeness, high grades, and stand out in class."46
Source: picture 4.1.2 Selection of Students to become tutors
45Student 2, Interviewed by writer, SMPN 1 Kalisat, May 23rd 2023
46English, Interviewed by writer, SMPN 1 Kalisat, May 23rd 2023
From the observation, that is the stage of teacher selection of students who will become tutors. This stage shows that the teacher has selected students based on several predetermined categories, such as grades and student activeness, to maximize learning.47
c. Explanation of material to tutors
Explanation of material before learning in class is one of the important indicators in this peer tutoring strategy because, of course, the tutors in each group must have provisions to explain to their group mates when learning takes place.
"Biasanya kami akan dipanggil ke ruangan tertentu seperti ruang guru, ruang multimedia atau ruangan tertentu untuk mendapatkan materi dan pengarahan dari guru.
Pemberian materi itu biasanya beberapa hari sebelum pembelajaran dan kami biasanya dijelaskan selama 10-15 menit"
"Usually we will be called to a certain room such as the teacher's room, multimedia room or a certain room to get material and direction from the teacher. The material is usually given a few days before the lesson and we are usually explained for 10-15 minutes."48
This is reinforced by teacher information regarding the material provision, place and duration.
"Untuk tutor, beberapa hari sebelum pembelajaran, saya arahkan ke satu ruangan untuk diberikan materi.
Tempatnya kondisional, kadang di ruang multimedia kadang di ruang guru, seperti itu. Biasanya saya jelaskan sekitar 10-15 menit tergantung tingkat kesulitan materinya karena anak-anak yang menjadi tutor sering bertanya jika
47Observation, SMPN 1 Kalisat, May 19th 2023
48Student 2, Interviewed by writer, SMPN 1 Kalisat, May 23rd 2023
belum paham betul. Pemberian materi ini jedanya cukup lama agar anak-anak bisa belajar lagi di rumah dan melatih diri untuk menjelaskan kepada teman-temannya dengan maksimal saat kelas dimulai"
"For tutors, a few days before the lesson, I direct them to one room to be given material. The place is conditional, sometimes in the multimedia room sometimes in the teacher's room, like that. I usually explain for about 10-15 minutes depending on the difficulty level of the material because the children who become tutors often ask questions if they don't understand well. Giving this material a long enough break so that the children can study again at home and train themselves to explain to their friends optimally when the class starts."49
Source: picture 4.1.3 explaining the material by the teacher to the tutor
From the observations that the teacher explains the material a few days before the learning is carried out in the room that the teacher has prepared in the hope that the tutor gets enough time to understand the rules and contents of the material and the learning is well done.50
While the other part is that during the implementation of the peer tutor strategy, researchers found several things, including:
49English teacher, Interviewed by writer, SMPN 1 Kalisat, May 23rd 2023
50Observation, SMPN 1 Kalisat, May 19th 2023
a. Opinions on learning with the peer tutoring strategy
Knowing students' opinions regarding the application of peer tutoring strategies is important because knowing the views of what students feel during learning. To strengthen the statement at this stage, the researcher has selected 4 students to be interviewed regarding their opinions about applying for peer tutors.
"Sejauh dari pengalaman saya sendiri, menurut saya dengan memakai strategi ini lebih nyaman karena saya lebih aktif berbicara sekaligus melatih diri untuk berbicara bahasa asing dengan berdiskusi secara berkelompok"
"So far as my experience, using this strategy is more comfortable because it can increase my activeness in speaking and train me to speak a foreign language by discussing in groups.51
This is also reinforced by another student's statement
"Menurut saya dengan menggunakan strategi ini membuat pemahaman saya lebih meningkat dengan berdiskusi secara team tanpa adanya guru jauh lebih bisa berbicara dengan fleksibel"
"In my opinion, my understanding has increased by using this strategy because maybe by discussing in a team without a teacher being present, I can speak more flexibly."52
51Student 2, Interviewed by writer, SMPN 1 Kalisat, May 23rd 2023
52Student 3, Interviewed by writer, SMPN 1 Kalisat, May 23rd 2023
Source: picture 4.1.4 Students feel comfortable during the implementation of peer tutoring in class.
From the observation in class, students feel comfortable using the peer tutor strategy in learning the subject. They said this strategy could help them be more comfortable expressing their opinions in groups. They also noted that this strategy can help them foster mutual respect, deliberation, cooperation, and responsibility, especially for tutors who must pay attention to tutees until the end of the lesson and ensure they understand what is being discussed.
Students also revealed that working together and discussing in groups is exciting and can improve their understanding of English lessons. This is indirect because the peer tutoring strategy fosters a fair, competitive attitude in the group.53
b. Interaction during discussion
The interaction in the classroom between teachers and students and students with students during the process of implementing the peer tutor strategy is very important; the role of students and students becomes the
53Observation, SMPN 1 Kalisat, May 24th 2023
centre in this stage while the teacher acts as a mediator if the class is not conducive.
"kelas yang tidak kondusif itu pasti terjadi di setiap pertemuan, tapi bagaimana cara kita sebagai guru agar mengembalikan situasi kelas sesuai dengan apa yang diharapkan agar maksimal dan sesuai lesson plan, begitu.
Kalau saya biasanya memberikan motivasi atau teguran kepada muris agar lebih tenang dan mengarahkan mereka untuk fokus pada kelompoknya masing-masing. Jika masih belum bisa terkondisikan itu biasanya saya mengingatkan siswa mengenai point minus dan plus secara perlahan"
"Unconducive classes are bound to happen in every meeting, but how do we as teachers restore the class situation in accordance with what is expected to be maximized and according to the lesson plan, so. For me, I usually motivate or reprimand students to be calmer and direct them to focus on their respective groups. If they still cannot be conditioned, I usually remind students about the minus and plus points slowly."54
Source: picture 4.1.5 Students' interaction during discussions with group
From the interviews and observations above, the interaction in the classroom was conducive to the lesson plan. The teacher provides direction and motivation and guides students. The class is crowded, but the teacher can handle the situation to keep the course conducive.55
54English teacher, Interviewed by writer, SMPN 1 Kalisat, May 23rd 2023
55Observation, SMPN 1 Kalisat, May 24th 2023
c. Presentation of discussion results
While presenting the results of discussions and writing, the teacher did not immediately ask students to come forward but offered which group would give first with an offer of 2 plus points. The teacher also explained that the point plus was applied during the question and answer session. This was done to encourage students to overcome their fear of speaking in front of the class and to motivate them through the plus points.
"Ketika sudah mulai sesi presentasi itu biasanya siswa akan diam karena ada rasa malu untuk maju pertama. Supaya siswa lebih releks dan mau maju kedepan, biasanya saya memberikan stimulasi berupa point, saya akan menawarkan point pada siswa yang maju di awal. Menurut saya itu hanya salah satu cara efektif yang dapat membantu siswa berkompetensi dengan siswa lain dan memberanikan diri mereka untuk maju di depan kelas"
"When the presentation session starts, students will usually be quiet because they are embarrassed to come forward first. To make students more relaxed and willing to come forward, I typically provide stimulation in the form of points, and I will offer points to students who come forward at the beginning. It is one of the effective ways that can help students compete with other students and encourage them to come forward in front of the class.56
Source: picture 4.1.6 Presentation result
56English teacher, Interviewed by writer, SMPN 1 Kalisat, May 23rd 2023
Based on the observation, other students were seen paying attention to the students who were presenting during the presentation. The presentation was done individually by showing the ability to speak and the results of writing during the discussion. Although some students were so nervous that they had to pause in the middle of the presentation, the others remained silent and tried to listen well.57
d. Student participation in presentations and Q&A sessions
The question and answer session is a forum for students to implement their abilities and compete to get additional points from the teacher. This stage aims to encourage students to dare to ask questions in English and actively ask questions.
"Ketika sesi tanya jawab pun sama dengan awal presentasi dimulai, mungkin mereka masih malu untuk bertanya atau malu untuk bertanya dengan bahasa inggris karena saya mengharuskan mereka menggunakan full bahasa inggris di sesi tanya jawab.
biasanya saya beri contoh kalimat bertanya yang mudah dan meminta siswa untuk bertanya"
"When the question and answer session is the same as when the presentation starts, maybe they are still shy to ask questions or embarrassed to ask in English because I require them to use full English in the question and answer session. Usually, I give examples of easy question sentences and ask students to ask questions."58
57Observation, SMPN 1 Kalisat, May 24th 2023
58English teacher, Interviewed by writer, SMPN 1 Kalisat, May 23rd 2023
Source: picture 4.1.7 participation and Q&A session
From the results of the interviews and observations above, stimulating students by providing examples that are easy to understand and providing motivation can help students dare to ask questions and speak English.59
2. How is the evaluation of Peer Tutoring Strategy Implementation in